1. (W)Where (Understanding), Why (Real Life), What (MLR) and Product 2. (H)Hook (Engage) 3. (E)Equip (Content - Students will know...), Explore (Graphic Organizer), and Experience (Cooperative Learning) 4. (R)Rethink, Revise, Rehearse, and Refine (Timely Feedback) 5. (E)Evaluate (Self- Assessment) 6. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice) 7. (O)Organize (Facet of Understanding - Students will be able to ...)
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
1.Students will understand that there are important events that lead to the allies success in WWII (Where). Students will learn events and people of World War II to understand the implications of War and its effect on people like the current war in Iraq (Why).Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. (What). Product: Timeline (Inspiration)
2. Read and article by BBC on the start of WWII. (Hook)
3.Students will know important events and people: Invasion of Poland, France and Soviet Union, Pearl Harbor, Battle of the Bulge, Hitler, Roosevelt, Churchill, Mussolini, Hideki Tojo. (Equip) Students will use a timeline to explore resources using think-pair-share. (Explore) Students will have to take home timeline and fill in missing areas. Students will also have to pick one date on the timeline and write a paragraph going more in depth about the event. (Experience)
4. Students will have opportunities to revise when after they have partnered up. (Revise) Students will have a chance to refine their timelines throughout class and at home as other groups share the order of their events.(Refine) They will have a chance to rethink what they learned when they write a paragraph about one event on the timeline. (Rethink) Students will get to rehearse their thoughts when they present their findings to their partner and the class. (Rehearse)
5. Students will pass in their finished timeline for grading (Evaluate)
6. Students will start off working on the timeline by themselves. (Intrapersonal) Students will then work with a partner to share ideas (Interpersonal, Linguistic) Students will type their timelines on to the computer software Inspiration to create their final timeline (Kinesthetic) Students will be able to add color and pictures to their timelines to make them unique (Spatial) Students will learn and experiment with Inspiration to make an interesting and creative timeline. (Logical) Students will listen to music from the time period while they are working on their timelines (Musical)
7. Students will be able to exhibit knowledge of major events and important people of WWII. (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
8.Student will understand that events of WWII effected different regions of the world in unique way (Where) Students will learn the effects of war on countries like how the Iraq war is effecting the U.S and other countries. (Why)Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.(What) Product: PowerPoint
9. Students will watch a short movie on the Attack on Pearl Harbor, http://www.history.com/media.do?action=clip&id=tdih_dec07_broadband(Hook)
10. Students will know sequences and timelines: Allies involvement, Axis power conquering countries and major battles. (Equip) Students will be put in groups of four where they will be assigned different responsibilities like facilitator, time-keeper, process observer, and recorder. Students will gather information using a Five W's chart and then make a PowerPoint presentation that covers events of U.S involvement in WWII and they must justify the events. (Explore) Students will have to gather information as homework and bring it to class and put their presentation together. (Experience)
11. Students will have the opportunity to rethink ideas when they join their groups. (Rethink, Refine) Students will have a chance to refine their work when they put together their PowerPoint. (Revise) Students will present their PowerPoint with the class and share their justification of U.S involvement in their event. (Rehearse)
12. Students will evaluate their peers as they present they PowerPoint and justification. (Evaluate)
13. Students have to present PowerPoint to the class. (Linguistic) Students have to provide pictures and or video clips in presentation. (Spatial) Students have to use the computer program PowerPoint and type parts of their information on to the presentation. (kinesthetic) Students have to work in groups to put their PowerPoint together. (Interpersonal) Students will first work alone on the information for the PowerPoint. (Intrapersonal) Students will have to reason and analyze U.S involvement. (Logical)
14. Students will be able to demonstrate knowledge of the U.S involvement in WWII and justify it (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
15.Students will understand that there are important events that lead to the allies success in WWII. (Where) Students will analyze and critique Axis power involvement because it relates to events that are happening in the world today like 9/11 and events in Darfur, Sudan. (Why)Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. (What). Product: Contribution to class wikispace
16. Read chapter in Eli Wiesel Night. (Hook)
17. Students will know critical details like the Holocaust and Aryanization, Japanese hatred for U.S, Italian involvement in WWII. (Equip) Students will use a word web to organize and critique axis power involvement in WWII (Explore) Students will use Jigsaw groups to learn about their countries involvement (Germany, Italy, Japan, France, China) and then present the detail to other groups. (Experience)
18. Students will have a chance to refine other students work on the class wiki by adding more information to each page. (Revise) Students get to rehearse their ideas with their groups before they split up to teach about their subject. (Rehearse) Students get to rethink about Axis power involvement when they add their input to the class wiki page. (Rethink) Students have a chance to add to and refine the class wiki throughout the unit.(Refine)
19. Students will have periodic feed back on their development of the wiki and will be graded on their contribution of the content at the end of the unit. (Evaluate)
20. Students will have to discuss Axis power involvement with their group and other groups. (Interpersonal) Students will have a chance throughout the unit to edit the class wiki. (Intrapersonal) Students will have an opportunity to move around the class by switching groups. (Kinesthetic) Students have to have an embedded video of an event that happened because of Axis influence. (Spatial) Students are discussing with their group what to put up on the Wikispace. (Linguistic) Students will have to analyze and critique the Axis powers involvement in WWII. (Logical)
21. Students will be able to critique axis powers (Germany, Italy, Japan) involvement in WWII (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
22. Students will understand that WWII had major consequences. (Where) Students will learn debatable subjects like the whether the holocaust or Japanese internment was justified (Britain vs. Germany & U.S vs. Japan) because concentration camps/ refugee camps are still seen today. (Why)Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. (What) Product: Debate that will be video taped and put on teachertube or youtube.
23. Show a pictures of Darfur refurgee camp, Japanese internment camps, and Holocaust concentration camps. Ask students how each of these are different and similar. (Hook)
24.Students will know important events and people such as Pearl Harbor, D-Day, Battle of the Bulge, Hitler, MacArthur, Roosevelt, Churchill, Mussolini. (Equip) Students will use a step-by-step worksheet to organize their debatable ideas. (Explore) Students will be in groups of four with different responsibilities like facilitator, time-keeper, collector, and recorder. They will then debate with another group over their issue. The two groups who did not go will later comment on their debate video when it is posted. (Experience)
25. Students will have a chance to comment on the issues presented in class (Rethink) Students have a chance to organize their debate material before they proceed with the debate (Rehearse) Students will have gathered some information as homework. Students will then add to that information in groups (Revise) Students will then debate on their issue (Refine)
26. Students will reflect on their work when they comment on their debate video. Students will also have a set of questions over the topics discussed as homework due the following class . (Evaluate)
27. Students will have reading to do before class on the Holocaust and Japanese internment. (Intrapersonal) Students will come up with reasons justifying (or not justifying) the holocaust/ Japanese internments camps (Logical, Interpersonal) Students will work in groups and then debate against another group. (Linguistic) Students will type comments about the debate online. (Kinesthetic) Students will have to watch the other debate online and comment on it. (Spatial)
28.Students will be able to (b.) Analyze major historical eras (WWII), major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
29.Students will understand that events of WWII effected different regions of the world in unique ways. (Where) Students need to learn this because things came out of WWII that are still around today, like the United Nations and the countries that were created when the Axis powers were deleted. (Why)Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. (What) Product: Using a Webquest students will collect information and choose either an essay, PowerPoint, poem, game or play that reflects what they learned
30. What happened to the United States after 9/11? What improvements were made to protect our safety?(Hook)
31. Students will know critical details such as rations, air raids, evacuations, and Winston Churchill. (Equip) Using a tic-tac-toe worksheet students will organize information from the webquest. (Explore) Students will have partners of their choice and they will work on the webquest together and do their product by themselves. They will upload final product to class wiki. (Experience)
32. Students will have a chance to revise as they research their topic through the webquest. (Revise) Students will have a chance to research and work further on the product (Rethink) Students will have a chance to pass in their work before its due to have corrections made (Refine) Students will have to share their information with someone who did a different topic (Rehearse)
33. Students will use the evaluation rubric on the Webquest page. They will also show their work before they are ready to make their product. (Evaluate)
34.Students are working with partners to gather information from the webquest. (Linguistic, Interpersonal) Students work by themselves on their product. (Interpersonal) Students create a digital representation of their learning in the form of an essay, poem, PowerPoint, game, play or any way that the group wants to present their information. (Product can be Kinesthetic,Naturalistic,Musical or Logical) Student will be searching online looking at movies and pictures of their topic to learn more about it. (Spatial)
35.Students will be able to consider life during and after WWII. (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
36. Students will understand that WWII had major consequences.(Where) Students will look at how lives are effected in times of war, Students will be able to relate to there own lives and how they might have change since the war in Iraq started. (Why) Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. (What) Product: Journals/ Blog
37. Share a poem on life during WWII
38.Students will know critical details: Holocaust and Aryanization, Japanese hatred for U.S, rations, evacuations and air raids. (Equip) Students be assigned a person/place from the WWII era. They will then use an observation chart to help them organize details of their characters thoughts and surrondings. (Explore) Students will do a group- pair- solo. They will meet with a group that has the same country do discuss events they could put in their blogs. Then students will pair up and discuss in more detail what their blogs will entail and then students will work by themselves to make their journal entries. (Experience)
39. Students will have a chance to rethink about issues in WWII while in their large group. (Rethink) Students will have a chance to rehearse and brainstorm ideas about what life might have been like in WWII (looking at historical events) with a partner before creating their blogs. (Revise, Rehearse) Students will then have a chance to put their events in to a journal about what life was like during WWII. (Refine)
40. Students will have to share one of their blogs (Evaluate)
41. Students will be able to present their blogs how they like which means that it could be a song, poem, play, letter. (Musical) Students will have a chance to think about their surroundings in WWII, What does the world look like? has the city park been destroyed by air raids,? etc. If the weather is nice then as a class they will go outside and all share one of their blogs. (Naturalistic) Students will type a collection of blogs on blogger.com (Kinesthetic) Students will have to present one of their blogs to the class. (Linguistic) Students will have to analyze details of WWII and make them into their own story as if they are a person in WWII. (Logical) Students will work alone to create the blogs. (Intrapersonal) Students will have to work with a group and a pair to come up with events that might have happened with their WWII person. They will then work with partners to refine details.(Interpersonal)
42.Students will be able to recognize how lives were effected during WWII. (Organize)
Stage 3 Plan Learning Experiences and Instruction
1. (W) Where (Understanding), Why (Real Life), What (MLR) and Product
2. (H) Hook (Engage)
3. (E) Equip (Content - Students will know...), Explore (Graphic Organizer), and Experience (Cooperative Learning)
4. (R) Rethink, Revise, Rehearse, and Refine (Timely Feedback)
5. (E) Evaluate (Self- Assessment)
6. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice)
7. (O) Organize (Facet of Understanding - Students will be able to ...)
Lesson 1
2. Read and article by BBC on the start of WWII. (Hook)
3.Students will know important events and people: Invasion of Poland, France and Soviet Union, Pearl Harbor, Battle of the Bulge, Hitler, Roosevelt, Churchill, Mussolini, Hideki Tojo. (Equip) Students will use a timeline to explore resources using think-pair-share. (Explore) Students will have to take home timeline and fill in missing areas. Students will also have to pick one date on the timeline and write a paragraph going more in depth about the event. (Experience)
4. Students will have opportunities to revise when after they have partnered up. (Revise) Students will have a chance to refine their timelines throughout class and at home as other groups share the order of their events.(Refine) They will have a chance to rethink what they learned when they write a paragraph about one event on the timeline. (Rethink) Students will get to rehearse their thoughts when they present their findings to their partner and the class. (Rehearse)
5. Students will pass in their finished timeline for grading (Evaluate)
6. Students will start off working on the timeline by themselves. (Intrapersonal) Students will then work with a partner to share ideas (Interpersonal, Linguistic) Students will type their timelines on to the computer software Inspiration to create their final timeline (Kinesthetic) Students will be able to add color and pictures to their timelines to make them unique (Spatial) Students will learn and experiment with Inspiration to make an interesting and creative timeline. (Logical) Students will listen to music from the time period while they are working on their timelines (Musical)
7. Students will be able to exhibit knowledge of major events and important people of WWII. (Organize)
Lesson 2
9. Students will watch a short movie on the Attack on Pearl Harbor, http://www.history.com/media.do?action=clip&id=tdih_dec07_broadband (Hook)
10. Students will know sequences and timelines: Allies involvement, Axis power conquering countries and major battles. (Equip) Students will be put in groups of four where they will be assigned different responsibilities like facilitator, time-keeper, process observer, and recorder. Students will gather information using a Five W's chart and then make a PowerPoint presentation that covers events of U.S involvement in WWII and they must justify the events. (Explore) Students will have to gather information as homework and bring it to class and put their presentation together. (Experience)
11. Students will have the opportunity to rethink ideas when they join their groups. (Rethink, Refine) Students will have a chance to refine their work when they put together their PowerPoint. (Revise) Students will present their PowerPoint with the class and share their justification of U.S involvement in their event. (Rehearse)
12. Students will evaluate their peers as they present they PowerPoint and justification. (Evaluate)
13. Students have to present PowerPoint to the class. (Linguistic) Students have to provide pictures and or video clips in presentation. (Spatial) Students have to use the computer program PowerPoint and type parts of their information on to the presentation. (kinesthetic) Students have to work in groups to put their PowerPoint together. (Interpersonal) Students will first work alone on the information for the PowerPoint. (Intrapersonal) Students will have to reason and analyze U.S involvement. (Logical)
14. Students will be able to demonstrate knowledge of the U.S involvement in WWII and justify it (Organize)
Lesson 3
16. Read chapter in Eli Wiesel Night. (Hook)
17. Students will know critical details like the Holocaust and Aryanization, Japanese hatred for U.S, Italian involvement in WWII. (Equip) Students will use a word web to organize and critique axis power involvement in WWII (Explore) Students will use Jigsaw groups to learn about their countries involvement (Germany, Italy, Japan, France, China) and then present the detail to other groups. (Experience)
18. Students will have a chance to refine other students work on the class wiki by adding more information to each page. (Revise) Students get to rehearse their ideas with their groups before they split up to teach about their subject. (Rehearse) Students get to rethink about Axis power involvement when they add their input to the class wiki page. (Rethink) Students have a chance to add to and refine the class wiki throughout the unit.(Refine)
19. Students will have periodic feed back on their development of the wiki and will be graded on their contribution of the content at the end of the unit. (Evaluate)
20. Students will have to discuss Axis power involvement with their group and other groups. (Interpersonal) Students will have a chance throughout the unit to edit the class wiki. (Intrapersonal) Students will have an opportunity to move around the class by switching groups. (Kinesthetic) Students have to have an embedded video of an event that happened because of Axis influence. (Spatial) Students are discussing with their group what to put up on the Wikispace. (Linguistic) Students will have to analyze and critique the Axis powers involvement in WWII. (Logical)
21. Students will be able to critique axis powers (Germany, Italy, Japan) involvement in WWII (Organize)
Lesson 4
23. Show a pictures of Darfur refurgee camp, Japanese internment camps, and Holocaust concentration camps. Ask students how each of these are different and similar. (Hook)
24.Students will know important events and people such as Pearl Harbor, D-Day, Battle of the Bulge, Hitler, MacArthur, Roosevelt, Churchill, Mussolini. (Equip) Students will use a step-by-step worksheet to organize their debatable ideas. (Explore) Students will be in groups of four with different responsibilities like facilitator, time-keeper, collector, and recorder. They will then debate with another group over their issue. The two groups who did not go will later comment on their debate video when it is posted. (Experience)
25. Students will have a chance to comment on the issues presented in class (Rethink) Students have a chance to organize their debate material before they proceed with the debate (Rehearse) Students will have gathered some information as homework. Students will then add to that information in groups (Revise) Students will then debate on their issue (Refine)
26. Students will reflect on their work when they comment on their debate video. Students will also have a set of questions over the topics discussed as homework due the following class . (Evaluate)
27. Students will have reading to do before class on the Holocaust and Japanese internment. (Intrapersonal) Students will come up with reasons justifying (or not justifying) the holocaust/ Japanese internments camps (Logical, Interpersonal) Students will work in groups and then debate against another group. (Linguistic) Students will type comments about the debate online. (Kinesthetic) Students will have to watch the other debate online and comment on it. (Spatial)
28.Students will be able to (b.) Analyze major historical eras (WWII), major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. (Organize)
Lesson 5
30. What happened to the United States after 9/11? What improvements were made to protect our safety?(Hook)
31. Students will know critical details such as rations, air raids, evacuations, and Winston Churchill. (Equip) Using a tic-tac-toe worksheet students will organize information from the webquest. (Explore) Students will have partners of their choice and they will work on the webquest together and do their product by themselves. They will upload final product to class wiki. (Experience)
32. Students will have a chance to revise as they research their topic through the webquest. (Revise) Students will have a chance to research and work further on the product (Rethink) Students will have a chance to pass in their work before its due to have corrections made (Refine) Students will have to share their information with someone who did a different topic (Rehearse)
33. Students will use the evaluation rubric on the Webquest page. They will also show their work before they are ready to make their product. (Evaluate)
34.Students are working with partners to gather information from the webquest. (Linguistic, Interpersonal) Students work by themselves on their product. (Interpersonal) Students create a digital representation of their learning in the form of an essay, poem, PowerPoint, game, play or any way that the group wants to present their information. (Product can be Kinesthetic,Naturalistic, Musical or Logical) Student will be searching online looking at movies and pictures of their topic to learn more about it. (Spatial)
35.Students will be able to consider life during and after WWII. (Organize)
Lesson 6
37. Share a poem on life during WWII
38.Students will know critical details: Holocaust and Aryanization, Japanese hatred for U.S, rations, evacuations and air raids. (Equip) Students be assigned a person/place from the WWII era. They will then use an observation chart to help them organize details of their characters thoughts and surrondings. (Explore) Students will do a group- pair- solo. They will meet with a group that has the same country do discuss events they could put in their blogs. Then students will pair up and discuss in more detail what their blogs will entail and then students will work by themselves to make their journal entries. (Experience)
39. Students will have a chance to rethink about issues in WWII while in their large group. (Rethink) Students will have a chance to rehearse and brainstorm ideas about what life might have been like in WWII (looking at historical events) with a partner before creating their blogs. (Revise, Rehearse) Students will then have a chance to put their events in to a journal about what life was like during WWII. (Refine)
40. Students will have to share one of their blogs (Evaluate)
41. Students will be able to present their blogs how they like which means that it could be a song, poem, play, letter. (Musical) Students will have a chance to think about their surroundings in WWII, What does the world look like? has the city park been destroyed by air raids,? etc. If the weather is nice then as a class they will go outside and all share one of their blogs. (Naturalistic) Students will type a collection of blogs on blogger.com (Kinesthetic) Students will have to present one of their blogs to the class. (Linguistic) Students will have to analyze details of WWII and make them into their own story as if they are a person in WWII. (Logical) Students will work alone to create the blogs. (Intrapersonal) Students will have to work with a group and a pair to come up with events that might have happened with their WWII person. They will then work with partners to refine details.(Interpersonal)
42.Students will be able to recognize how lives were effected during WWII. (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe